Multiculturalism's Influence on Early Education in Australia Report

This report investigates the significant influence of Australia's Multicultural Policy on the early years learning framework and the development of education for young children. It explores the historical context, emphasizing the rights of indigenous and aboriginal communities and the steps taken to promote cultural diversity. The report examines the links between new and old learning frameworks, highlighting the shift towards cultural education and the inclusion of diverse communities. A critical evaluation of the policy's principles, including respect for diversity, learning environments, and cultural competence, is provided. Similarities and differences between traditional and multicultural approaches are discussed, along with the positive impacts and challenges faced. The report concludes with recommendations for fostering an effective multicultural learning environment, emphasizing the roles of parents, educators, and the community. The analysis underscores the ongoing efforts to achieve global standards in education and promote cultural competence, recognizing diversity as a key element for the development of educational systems.

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Contents
Introduction...........................................................................................................................................2
Link between new and old learning framework.....................................................................................3
Critical evaluation.................................................................................................................................4
Respect for Diversity.........................................................................................................................4
Learning Environments.....................................................................................................................4
Cultural Competence.........................................................................................................................4
Similarities............................................................................................................................................5
Differences............................................................................................................................................5
Positivity...............................................................................................................................................6
Challenges.............................................................................................................................................6
Recommendations.................................................................................................................................7
Conclusion.............................................................................................................................................8
References.............................................................................................................................................9

Introduction
The objective of this report is to present the deep impact of the Australia's Multicultural
Policy statement over the early year learning framework and education development in early
life education. This policy support “The 2017 Multicultural Australia - Australia's
Multicultural Statement to the Early Years Learning Framework” with the development of
first people on the land those are indigenous and aboriginals people of community who have
rich cultural and linguistic diversity. Before the settlement of the European civilisation in the
Australia, these communities were free to roam and spared their cultural diversity in the land,
to secure the cultural diversity many steps were taken by the Australian government. These
steps were aimed to make the community aware about their existence in the society and about
the acts available for them to secure their rights against discrimination. Education system in
the community was challenging as it was totally based on the traditional means, classroom
teaching was not known to these hence to introduce a structured framework of classroom
teaching with classification of education based on the age, and learning capacity was
introduced (Chan, 2011). This multicultural policy Australia develop the equal rights to all
individuals prevailing from any community, any cast or any gender all have equal identity as
human and have equal access to the services such as health, education and employment. This
report is emphasis over the development of the multicultural diversity in the field of
education, of the early aged children and changes in the field after the policy implementation.
This report will discuss the common links linking to the old framework and framework after
implementation of multicultural policy, evaluation, and development of multicultural
Australia (PRICE, 2012).

Link between new and old learning framework
Early life education in the Australia is becoming cultural due to many reasons and these
reasons are related to the ethical education development and return the unity in diversity
policies to the country. Australia is hub of education it has high rate of global students’
coming with the purpose to get education of high standards. Along with this, other purpose of
multicultural Australia policy aims to provide a structure to the education of the immigrated
children, and children from the communities facing the discrimination for the education and
development from many decades (Hayes & Press, 2012).
Children are very curious about the people and things around them, their mind accepts the
practical learning and teachings more effectively than the books or theory. Classroom
teaching for the early life years can be effective if it includes the basis of education on the
multicultural diversity and policy. Traditional means of early life education, in the indigenous
education and for the migrated children were very complex. These people had less control
over the effective education development courses, and teaching methods. Lack of effective
control over equal accessibility of the education means and regular discrimination from the
society due to less command over English communication, and looking as they had darker
complexion than the others did affected their education development in recent years
(Melinda, 2017).
New development policy support multicultural diversity in education and development,
supporting the linguistic establishment and giving the equal access to all the children without
discriminating their community. Replacement of home education with classroom, play
school, mother teacher and day care methods lead the development of education in the early
years of education and development in a child (Chan, 2011).

Critical evaluation
Introduction of the multicultural Australia aimed to develop the information and involvement
of the teachers and parents to manage the multicultural diversity in the education and
classroom development. Early year Learning Framework in the policy presented as
multicultural Australia 2017 id based on the following major principles and foundations.
Respect for Diversity
These multicultural policy of the Australian government aims to manage the diversity
management in the classroom and education centre. Children are very sensitive and curious
about the personal identity in the society. Children have effective sense if learning and
special emphasis over difference between the looking and presentation (Coady, 2017).
Learning Environments
Learning atmosphere of a student is majorly effective on the leaning process, hence the
development of the classroom method in present education system affect the interaction
aiming the different communities and support the development if the respect full ideas for
other culture and community in one’s ,mind. These were challenging for the educators as
dealing the many children of different mind-set and diverse profile make the education and its
development challenging (Henderson, 2007).
Cultural Competence
Child education in Australia deliver that understanding the culture is not important to learn
the new things but it also includes the cultural awareness, cultural knowledge, and cultural
sensitivity. Implementation of the multidimensional approaches includes the strategies
motivating to meet the effective delivery of the learning to the children. Using these
strategies includes the open opportunities to the speakers, educators, and children to manage
the effective learning for the students of early ages (Hogarth, 2019).

Similarities
Traditional undiversified and present multicultural policy has much similarity in the
education and development of the early life education in the country. First ever
implementation of the education development with the multicultural diversity in Australia
was stated in the year 2012, after the success if the education development and equality of
standards. These development continued in the 2017 policies and these had many similarities
in the traditional and present multicultural developed early life education in the children
(Melinda, 2017).
For this aim, new strategy edges where energetic to attain a view of ‘unified culture’, where
principles co-existed and composed may need to be reconsidered with an educational
framework. Aim of this is based in the informing that the way culture is definite will straight
inspire cultural education. Culture is not simply inheritance, society, and language and
cultural follows requirements to be extended to include and identify all characteristics of
what culture is and reproduce all its numerous sides and assemblies.
This led the development of the Australian Early Childhood educational and care that made
the policies of thee education and development more effective but similarly many challenges
are associated with the changes (Mustard & McCain, 1999).
Differences
As discussed with the teachers, they faced what kind of dissimilarities to the developed and
traditional methods of the learning and teaching to a child in the early age education. They
told the changes are positive and targeting to fulfil the aim of the government and aiming the
changes commonly popular in the society . these changes made the difference that teachers
have effective opportunities to deliver the concept of the unity and importance of the
diversity in the people and these can affect the use of the cultural importance and effective

development if the multicultural diversity in the community and country as well (Warne,
2019).
Positivity
Development of multicultural identity and education strategies in the environment affecting
the development of the early life education in children of all communities have positively
affected the education scenario. The developed means of education and learning in the early
life education includes the following developed means;
 Family Day Care (FDC)
 Home Based Care
 Long Day Care Centres (LDC).
 Multifunctional Aboriginal Children’s Services (MACS)
 Multifunctional Children’s Services (MCS)
 Mobile Children’s Services (Mobiles)
 Occasional Care Centres (OCC)
 Outside School Hours Care (OSHC)
 Playgroups
 Preschools
 Registered Care
 Toy libraries
Challenges
All the children in the early age has right to education and build their senses of learning in the
developing atmosphere (PRICE, 2012). Every child have sense of belonging that means all
children are aware about their culture, representation and ethical values, if they remain far

from understating the other culture and its importance than it affect deeply in the
development. Children following the deceased culture are very flexible and teaching at the
early age i=s very easy, hence this policy developed face several challenges in the cultural
development and education but effective understating and government policies are very
helpful to the tutors and educators to make the education compulsory and easy for the
implementation (Melinda, 2017).
Recommendations
To develop the effective atmosphere of learning in the environment of multicultural diversity
a better cooperation from the teachers, community and parents are required. A children
understands the family as the first place to learning and to solve the issues of discrimination
and difference in the community entire community of the Australia has to adopt the changes
and rule of policies that will affect the senses and children will positively accoet the
multicultural diversity and its importance to their life. Following are the recommended
important things to be considers at the time of developing the effective means of education to
the early life student of the community;
 the role of parents/carers and community is very effective to change the sensuous and
acceptance method in a child
 cultural literateness and discrimination in early childhood education affect the
development, home is the first school and it can lead to reduce the challenges
 cultural competence and growing up in multicultural Australia have positive impact and
acceptance, promotion the cultural competence can help to attain the success
 Indigenous Australia as a starting point for cultural competence is the effective because
these are the first to live in the land and rich with cultural, promoting these can facilitates
the effective development

 conscious and unconscious bias associated with the policy are essential to identify and
important to remove
 Cultural inclusion and its barriers in thee processing are normal but effective
implementation of policies in the country with effective coordination can remove the
barriers,
Conclusion
This report based on analysis of the Multicultural policy in Australia and its impact over the
early life education in the country. This report concludes that Australia is making efforts to
promote the cultural competence in the education since many decades to attain the global
identify in the education. Implementation of these policies is very profitable to develop the
cultural impact and linguistic development of the community and open the door of diversity
as important characteristic for the entire education and development departments.

References
Chan, A. (2011). Critical multiculturalism: supporting early childhood teachers to work with
diverse immigrant families. International Research in Early Childhood Education,
63-73.
Coady, M. M. (2017). Feminism and the Development of Early Childhood Education in
Australia. In k. Smith, k. Alexender, & S. Campbell, Perspectives on Children and
Young People (Vol. 4, pp. 11-24). Singapore: Springer.
Hayes, A., & Press, M. F. (2012). OECD Thematic Review of Early Childhood Education
and Care Policy. Commonwealth Government of Australia.
Henderson, T. Z. (2007). Integration of play, learning, and experience: What museums afford
young visitors. Early Childhood Education Journal, 245-251.
Hogarth, M. (2019, February 15). There’s little reason for optimism about Closing the Gap,
despite changes to education targets. Retrieved October 22, 2019, from The
conversation: https://theconversation.com/theres-little-reason-for-optimism-about-
closing-the-gap-despite-changes-to-education-targets-111840
Melinda, G. M. (2017). Cultural inclusion. Retrieved March 21, 2020, from Early Childhood
Australia: http://www.earlychildhoodaustralia.org.au/our-publications/everyday-
learning-series/everyday-learning-index/2017-issues/cultural-inclusion/
Mustard, F., & McCain, M. N. (1999). Reversing the Real Brain Drain: Early Years Study:
Final Report. Toronto, ON: Children’s Secretariat.
PRICE, A. (2012). MULTICULTURAL AND DIVERSITY EDUCATIONIN THE
GLOBALISED CLASSROOM IN AUSTRALIA. Melbourne Graduate School of

EducationThe University of Melbourne.
Warne, K. (2019, November). Why Australia is banning climbers from this iconic natural
landmark. Retrieved December 5, 2019, from The National Geographic:
https://www.nationalgeographic.com/travel/destinations/oceania/australia/uluru-
closing-why-it-matters/